CSET SUBTEST 3
Social Development, Learning Disabilities, Conditioning, Vygotsky's
Sociocultural Theory, Attachment, Play, and Temperament
# Term Definition
1 Stage 1 Basic tust vs. Mistrust (1 Infant can count on others to satisfy his or her
1/2 years old) needs, while feeling loved and cared for.
Interacting with attentive caregiver, gives the
infant a lifelong feeling of security and
predictability. The absence of trust can result in
leaving the infant feeling suspicious, guarded,
and withdrawn from relationships.
2 Stage 2 Autonomy vs. Shame and Toddler learns to explore, experiment, make
Doubt (1 1/2 - 3 1/2 years old) mistakes, and test limits in order to gain a sense
of independence a. nd self-reliance. Toddlers
are into everything at this age, many people
refer to this period as "terrible twos". Difficult to
keep toddler under control. If autonomy is
inhibited or punishment is harshly inflicted,
toddler may feel shame. Leaves the toddler
feeling a sense of dislike for himself. May be
reticent to try new activities.
3 Stage 3 Initiative vs. Guilt (3 1/2 - Children feel free to try new activities and
6 years old) assume greater responsibility for their bodies
and behavior. Helps have positive view of self,
gives confidence to his decision-making ability,
and imparts willingness to take risks. Signs of
emerging personalities. Absence of initiative
may leave child feeling sense of guilt, almost
about anything. Feels that anything he does will
disappoint people around him.
4 Stage 4 Industry vs. Inferiority (6 Children learning to work with others while
- 12 years old) developing skills and feeling a sense of
achievement. Children feel greater sense of
competence in adult life. If successful, children
demonstrate the ability to organize and meet
goals. If inferiority outweighs industry, low
self-esteem may result. Children may appear
lazy or lack goals and motivation.
5 Stage 5 Identity vs. Role Teens push to figure out who they really are,
Confusion (12 - 18 years old) which helps them to cement a solid sense of
self. Instills an identity that is communicated as
inner confidence and sense of one's place in the
world. Experimenting with identities is common.
Failing to make transition may result in
confusion over life goals and self-identity.
,CSET SUBTEST 3
# Term Definition
6 Temperament Bases on mood, environment, activity, and
threshold for reacting to stimulation. 1) The
"easy" child is generally in a positive mood and
adapts easily to new situations. 2) The "difficult"
child tends to cry frequently and is slow to
accept change to new situations. Irregular daily
routines. 3) The "slow-to-warm-up" child shows
slow adaptations to new situations, but slowly
accepts new situations when repeatedly
exposed.
7 Play Functional Play: Begins during infancy with
sensorimotor movements manipulating objects
in order to receive pleasure. Repetition of
muscular movements, repetition of behavior
(practicing) Constructive Play: Toddlers and PreK
use objects to make something. Sensorimotor
and construction. Pretend or Imaginative Play
(Fantasy): 18 months, transform symbols into
make-believe play. Builds imagination. Rough
and Tumble Play: End of Early Childhood, tag,
chasing, wrestling, etc. Games with Rules Play:
Rules, competitive and pleasurable. Practice
play and organized sports. **Play helps children
build social interactions among peers.
8 Attachment Secure Attachment: Infant uses caregiver as the
secure base to explore the environment.
Comfortable with others, believe others are
trustworthy, don't worry about abandonment.
Anxious-Resistant Attachment: Anxious before
caregiver leaves, upset during absence. Feel
skeptical about trying new things, feel angry.
Anxious-Avoidant Attachment: Separates from
parent and avoids upon reunion. Difficulty
trusting, avoid playing with others.
Disorganized-Disoriented Attachment:
Insecurity, disoriented (dazed, confused,
fearful). Feel others are unreliable, fearful about
new situations.
,CSET SUBTEST 3
# Term Definition
9 Conditioning Classical Conditioning: Behavior learned
through repetition, association, and
anticipation. Stimulus - response (experiment,
dog learns to involuntarily respond, by
salivating at sound of bell). Ivan Pavlov and John
Watson Operant Conditioning: Children learn
from operating in the environment. Behavior
response produces a consequence of either
reinforced reward or a punishment. Children
learn to assoicate their actions with a positive or
negative consequence. B.F. Skinner
10 Vygotsky's Sociocultural Theory Children construct knowledge through society
Zone of Proximal Development (ZPD): the
distance between a child's actual performance
and a child's potential performance. ZPD
represents the amount of learning possible by a
student given the proper instructional
conditions. Guidance given, the child may
exhibit higher level of competency and move
beyond capabilities with no assistance.
Scaffolding: temporary support from a teacher
to support the child until the task can be
mastered alone. Essential Elements 1) Use of
mediators for learning, 2) Emphasis on
language and shared activity, 3) Shared activity,
which strongly improves problem-solving
abilities.
11 Learning Disabilities Visual Children see letters and numbers in different
Perceptual Disability (Dyslexia) positions. When reading, they may confuse
right or left, and they may skip or reverse
words. They are sometimes observed as having
difficulty with physical coordination due to their
difficulty with eye-hand coordination. Dyslexia is
most recognized and is where student perceives
letters in the reverse.
12 Learning Disabilities Children may find it difficult to distinguish
Auditory-Perceptual Disability between the differences in sounds. Children are
(Hearing Difficulty) observed as appearing lost or confused when
called on in class. They may be struggling to
hear what is being said.
, CSET SUBTEST 3
# Term Definition
13 Learning Disabilities Attention Attention Deficit Hyperactivity Disorder (ADHD),
and Hyperactivity Disorders symptoms are both inattention and
hyperactivity, but sometimes there is no sign of
hyeractivity (this is Attention Deficit
Disorder-ADD). Behaviors that are seen: difficult
time paying attention, easily distracted, show
hyperactivity, become frustrated easily, difficulty
controlling muscle or motor activity (constantly
moving), difficulty staying on task, speaking out
loud, forgetting responsibilities, giving up
easily. More boys than girls are diagnosed.
Severe cases prescribed Ritalin, Concerta, or
Adderall.
14 Learning Disabilities Children have difficulty with coordination and
Perceptual-Motor Disability may often appear clumsy or disoriented.
Sometimes their hands are in constant motion
and may get in the way of their activity.
15 Learning Disabilities Mental Children are defined as having subnormal
Retardation (Educationally cognitive functioning at an IQ level of 70 or
Delayed) below. Impairment range: Mild (IQ at 55-70) to
Severe (IQ below 25). Children show
maladaptive behavior in learning, social
adjustment, and maturation. Some causes may
be organic in nature, including genetic
abnormalities, mother's abuse of alcohol or
drugs during pregnancy (teratogens),
environmental deprivation (lack of nutrition to
the fetus), trauma to the fetus during childbirth.
With intervention programs children can
function fairly well in society.
16 Physical Development Birth to 2 Reflexes control newborns behavior (automatic
Years Infancy - Toddler movement) Gross Motor crawls at 6 - 8 months
walks at 11 - 12 months jumps with both feet at
age 2 Fine Motor at 2 years can scribble, zip a
zipper, turns doorknobs (in reach)
Social Development, Learning Disabilities, Conditioning, Vygotsky's
Sociocultural Theory, Attachment, Play, and Temperament
# Term Definition
1 Stage 1 Basic tust vs. Mistrust (1 Infant can count on others to satisfy his or her
1/2 years old) needs, while feeling loved and cared for.
Interacting with attentive caregiver, gives the
infant a lifelong feeling of security and
predictability. The absence of trust can result in
leaving the infant feeling suspicious, guarded,
and withdrawn from relationships.
2 Stage 2 Autonomy vs. Shame and Toddler learns to explore, experiment, make
Doubt (1 1/2 - 3 1/2 years old) mistakes, and test limits in order to gain a sense
of independence a. nd self-reliance. Toddlers
are into everything at this age, many people
refer to this period as "terrible twos". Difficult to
keep toddler under control. If autonomy is
inhibited or punishment is harshly inflicted,
toddler may feel shame. Leaves the toddler
feeling a sense of dislike for himself. May be
reticent to try new activities.
3 Stage 3 Initiative vs. Guilt (3 1/2 - Children feel free to try new activities and
6 years old) assume greater responsibility for their bodies
and behavior. Helps have positive view of self,
gives confidence to his decision-making ability,
and imparts willingness to take risks. Signs of
emerging personalities. Absence of initiative
may leave child feeling sense of guilt, almost
about anything. Feels that anything he does will
disappoint people around him.
4 Stage 4 Industry vs. Inferiority (6 Children learning to work with others while
- 12 years old) developing skills and feeling a sense of
achievement. Children feel greater sense of
competence in adult life. If successful, children
demonstrate the ability to organize and meet
goals. If inferiority outweighs industry, low
self-esteem may result. Children may appear
lazy or lack goals and motivation.
5 Stage 5 Identity vs. Role Teens push to figure out who they really are,
Confusion (12 - 18 years old) which helps them to cement a solid sense of
self. Instills an identity that is communicated as
inner confidence and sense of one's place in the
world. Experimenting with identities is common.
Failing to make transition may result in
confusion over life goals and self-identity.
,CSET SUBTEST 3
# Term Definition
6 Temperament Bases on mood, environment, activity, and
threshold for reacting to stimulation. 1) The
"easy" child is generally in a positive mood and
adapts easily to new situations. 2) The "difficult"
child tends to cry frequently and is slow to
accept change to new situations. Irregular daily
routines. 3) The "slow-to-warm-up" child shows
slow adaptations to new situations, but slowly
accepts new situations when repeatedly
exposed.
7 Play Functional Play: Begins during infancy with
sensorimotor movements manipulating objects
in order to receive pleasure. Repetition of
muscular movements, repetition of behavior
(practicing) Constructive Play: Toddlers and PreK
use objects to make something. Sensorimotor
and construction. Pretend or Imaginative Play
(Fantasy): 18 months, transform symbols into
make-believe play. Builds imagination. Rough
and Tumble Play: End of Early Childhood, tag,
chasing, wrestling, etc. Games with Rules Play:
Rules, competitive and pleasurable. Practice
play and organized sports. **Play helps children
build social interactions among peers.
8 Attachment Secure Attachment: Infant uses caregiver as the
secure base to explore the environment.
Comfortable with others, believe others are
trustworthy, don't worry about abandonment.
Anxious-Resistant Attachment: Anxious before
caregiver leaves, upset during absence. Feel
skeptical about trying new things, feel angry.
Anxious-Avoidant Attachment: Separates from
parent and avoids upon reunion. Difficulty
trusting, avoid playing with others.
Disorganized-Disoriented Attachment:
Insecurity, disoriented (dazed, confused,
fearful). Feel others are unreliable, fearful about
new situations.
,CSET SUBTEST 3
# Term Definition
9 Conditioning Classical Conditioning: Behavior learned
through repetition, association, and
anticipation. Stimulus - response (experiment,
dog learns to involuntarily respond, by
salivating at sound of bell). Ivan Pavlov and John
Watson Operant Conditioning: Children learn
from operating in the environment. Behavior
response produces a consequence of either
reinforced reward or a punishment. Children
learn to assoicate their actions with a positive or
negative consequence. B.F. Skinner
10 Vygotsky's Sociocultural Theory Children construct knowledge through society
Zone of Proximal Development (ZPD): the
distance between a child's actual performance
and a child's potential performance. ZPD
represents the amount of learning possible by a
student given the proper instructional
conditions. Guidance given, the child may
exhibit higher level of competency and move
beyond capabilities with no assistance.
Scaffolding: temporary support from a teacher
to support the child until the task can be
mastered alone. Essential Elements 1) Use of
mediators for learning, 2) Emphasis on
language and shared activity, 3) Shared activity,
which strongly improves problem-solving
abilities.
11 Learning Disabilities Visual Children see letters and numbers in different
Perceptual Disability (Dyslexia) positions. When reading, they may confuse
right or left, and they may skip or reverse
words. They are sometimes observed as having
difficulty with physical coordination due to their
difficulty with eye-hand coordination. Dyslexia is
most recognized and is where student perceives
letters in the reverse.
12 Learning Disabilities Children may find it difficult to distinguish
Auditory-Perceptual Disability between the differences in sounds. Children are
(Hearing Difficulty) observed as appearing lost or confused when
called on in class. They may be struggling to
hear what is being said.
, CSET SUBTEST 3
# Term Definition
13 Learning Disabilities Attention Attention Deficit Hyperactivity Disorder (ADHD),
and Hyperactivity Disorders symptoms are both inattention and
hyperactivity, but sometimes there is no sign of
hyeractivity (this is Attention Deficit
Disorder-ADD). Behaviors that are seen: difficult
time paying attention, easily distracted, show
hyperactivity, become frustrated easily, difficulty
controlling muscle or motor activity (constantly
moving), difficulty staying on task, speaking out
loud, forgetting responsibilities, giving up
easily. More boys than girls are diagnosed.
Severe cases prescribed Ritalin, Concerta, or
Adderall.
14 Learning Disabilities Children have difficulty with coordination and
Perceptual-Motor Disability may often appear clumsy or disoriented.
Sometimes their hands are in constant motion
and may get in the way of their activity.
15 Learning Disabilities Mental Children are defined as having subnormal
Retardation (Educationally cognitive functioning at an IQ level of 70 or
Delayed) below. Impairment range: Mild (IQ at 55-70) to
Severe (IQ below 25). Children show
maladaptive behavior in learning, social
adjustment, and maturation. Some causes may
be organic in nature, including genetic
abnormalities, mother's abuse of alcohol or
drugs during pregnancy (teratogens),
environmental deprivation (lack of nutrition to
the fetus), trauma to the fetus during childbirth.
With intervention programs children can
function fairly well in society.
16 Physical Development Birth to 2 Reflexes control newborns behavior (automatic
Years Infancy - Toddler movement) Gross Motor crawls at 6 - 8 months
walks at 11 - 12 months jumps with both feet at
age 2 Fine Motor at 2 years can scribble, zip a
zipper, turns doorknobs (in reach)
